Point Webster Middle School School Improvement Plan 2024-2025
Quincy Public Schools
Point Webster Middle School
School Improvement Plan
2024 - 2025
Christine Barrett, Principal
Michael Lorenzano, Assistant Principal
TABLE OF CONTENTS
I. Principal’s Path p. 3
- Data Reflection p. 5
- Goals Reflection p. 7
- VOCAL Reflection p. 9
II. School Improvement Plan
A. Goal Statements and Action Steps p. 12
B. Professional Development Plan p. 23
C. Extended Day p. 25
D. Family Engagement and Communication p. 27
III. School Demographics p. 29
IV. Facilities p. 32
V. School Needs p. 33
VI. Budget p. 34
VII. Appendix p. 35
- Spring 2024 MCAS Data
- MAP RIT Scores 2023-2024
- 2024 Accountability
- Spring 2024 VOCAL
- Completed Action Steps
- Staffing: Support Services
- School Council Members
- Principal’s Path
Dear Members of the Quincy School Committee,
It is my pleasure to present the 2024-2025 Point Webster Middle School Improvement Plan. Each year, we renew our commitment to inspiring students to become lifelong learners who develop the skills necessary to be successful citizens both in school and in the broader community. We aim to teach our students to be "On Point"—demonstrating respectful, responsible, ready, and safe behaviors.
At Point Webster Middle School, our vision is to provide a positive, safe, and nurturing environment where all students can thrive. We are dedicated to fostering a climate of inclusion and promoting practices that are responsive to the diverse needs of our students, faculty, and staff. Our school is proud of its rich cultural diversity.
The faculty and staff at Point Webster Middle School work tirelessly to prepare students with the academic skills and knowledge they need to be College and Career Ready. In addition, we are committed to creating an environment that values and respects cultural differences. While we celebrate our past successes, we are also focused on preparing our students to collaborate, think critically, and communicate effectively—skills that will serve them well in the future.
One of the key components of our school improvement efforts is the Principal’s Path Initiative. This initiative provides staff with regular opportunities to meet both vertically and by teams, supported by a Faculty Forum design group, to strengthen communication and collaboration across the school. Our staff works together during common planning time to refine their instructional practices, analyze student data, and develop strategies to best support our students.
The Principal’s Path Initiative includes several important elements, such as:
- Sharing and analyzing student work
- Developing strategies to scaffold lessons and units
- Practicing new instructional routines through professional development
- Creating formative and summative assessments to measure student progress
In addition to the Principal’s Path Initiative, we have continued to analyze our NWEA MAP data, along with MCAS data, to inform our school improvement goals. Based on this data, we have set our priorities for the upcoming year, with a focus on addressing learning gaps and adjusting instruction to meet students’ needs in real-time. Our faculty and staff are committed to narrowing these gaps and supporting each student’s growth.
We are proud to share with you the goals and action steps outlined in this plan, which are designed to benefit the entire Quincy Point community. We remain dedicated to upholding the educational standards set by the Massachusetts Department of Elementary and Secondary Education as well as ensuring that every student receives a high-quality education that prepares them for future success.
Sincerely,
Christine Barrett
Principal
- Data Reflection
After a careful review of our 2023-2024 School Improvement Plan goals, I am pleased to share that we have made strides relative to our MAP scores. We are also pleased with the individual growth of many of our students, as evidenced in both our MAP and MCAS reports. However, again this year, an area of concern has been identified in the transition to grade 6. We will continue to provide interventions and support for all students throughout the school year and beyond the bell.
ELA: We are very pleased with our MCAS Growth toward our improvement targets by receiving 3-out-of-4 points. In addition, our Essay question type in both grades 7 and 8 were 10 and 7 percentage points above the state, and both grades were also above the state “in all items.” We also recognized that we have more work to do in relation to MCAS scores in grades 5 and 6.
Although our student growth data for MCAS showed typical growth-high in all but two subgroups (white and African American/Black), we noticed an area of need in Reading as well as writing stamina in grades 5 and 6, while our grade 7 and 8 students excelled in the writing strands.
Our MAP data indicated an increase in RIT scores in all grades in the Vocabulary Instructional Strand. Below, you will notice we met our ELA goal in grades 5 and 8.
As a result, our staff identified the literary text strand as an area of focus for the 2024-2025 school year. With careful analysis of MCAS and MAP data, we observed that our students struggled with the Key Ideas and Details strand in all grades and Writing in our lower grades.
Math: Our Math MCAS Growth toward our improvement targets showed that we received 2-out-4 possible points. Our student growth percentile for all students reflected high typical growth. However, our overall performance, according to the MCAS CU06 Report comparing District and School Results by Standards, was a bit below our expectations as well as below the state percentage in all grade levels.
In the area of Geometry on MAP Testing, which was the focus of our goal from last year, our data showed amazing strides with double-digit improvement in 3-out-of-4 grade levels. We attribute the success of our 2023-2024 goal to the implementation of our action steps, the addition of ST Math, and the role of our math interventionist, as well as through the implementation of our grade 7 Math Challenge Days.
As a result of both our MCAS and MAP data from last year, we decided to formulate a MAP goal again this year, as it gives us real-time data that we can use to inform our instruction. In addition to this MCAS and MAP data from last year, we utilized our Fall MAP data to formulate our Math goal for the 2024-2025 school year.
STE: Our STE pilot MCAS results showed that we were slightly below the District and State according to the CU306 MCAS District and School Results by Standards in grade 5 and above the state when it comes to the grade 8 Spring MCAS results and also in almost all of the domains and clusters.
With the analysis of the STE pilot MCAS last year and our MAP data, we decided to adjust the measurement of our STE goal to only grade 5. Our MCAS scores in grade 5 fell slightly below the state and our grade 8 MCAS scores were five percentage points above the state in all items as well as question types. However, in reference to our MAP scores, we were able to meet our STE goal for grade 5. As a result, we increased the measure of our STE RIT score to 5 in grade 5 and kept our grades 6-8 RIT score at an increase of 4 percentage points since we were unable to reach our goal in those grade levels.
- Goals Reflection
SMART Goal # 1/English Language Arts: During the 2023-2024 school year, students will show evidence of growth and achievement in the MAP Vocabulary Instructional Strand by an increase of 3 RIT points above the fall average in grades 5-8 as indicated by the Spring 2024 MAP Grade Level Reading Report.
Grade | Fall RIT Vocabulary Instructional Strand | Spring RIT Vocabulary Instructional Strand | Result | Met Goal |
5 | 203 | 206 | +3 | ✔ |
6 | 209 | 211 | +2 | |
7 | 214 | 216 | +2 | |
8 | 216 | 221 | +5 | ✔ |
The data above showed that we increased our vocabulary instructional strand in
all grades but met our goals in grades 5 and 8.
SMART Goal # 2/Mathematics: During the 2023-2024 school year, students in grades 5-8 will show evidence of growth and achievement from Fall 2023 to Spring 2024 as measured by an increase of 3 RIT points from the mean RIT score for the grade level instructional area (Grades 5-7: Geometry, Grade 8: Operations and Algebraic Thinking) as indicated by the Spring 2024 MAP Grade Level Math Report.
Grade | Fall RIT Gr. 5-7 Geometry Gr. 8 Operations and Algebraic Thinking | Spring RIT Gr. 5-7 Geometry Gr. 8 Operations and Algebraic Thinking | Result | Met Goal |
5 | 204 | 220 | +16 | ✔ |
6 | 210 | 223 | +13 | ✔ |
7 | 218 | 228 | +10 | ✔ |
8 | 224 | 230 | +6 | ✔ |
The data above shows that we exceeded our Math goal for the 2023-2024 school year! Our RIT scores in the concentrated areas showed significant growth in grades 5, 6, 7, and 8! We believe that this can be attributed to STMath and our Math Interventionist in grades 5 and 6, as well as the beginning of implementation of STMath and Math Challenge Days in grade 7.
SMART Goal # 3/Science, Technology and Engineering: During the 2023-2024 school year, students will show evidence of growth and achievement in Science as measured by an increase of 4 RIT points above the Fall average in Grade 5 and 4 RIT points above the Fall average in Grades 6-8 as indicated by the Spring 2024 MAP Student Growth Summary Report.
Grade | Fall RIT | Spring RIT | Result | Met Goal |
5 | 202 | 206 | +4 | ✔ |
6 | 205 | 208 | +3 | |
7 | 210 | 212 | +2 | |
8 | 211 | 214 | +3 |
Although we showed an increase in every grade on our RIT scores from Fall to
Spring, we only met our goal with our grade 5 students. In addition, with the
changes to the design in the STE MCAS test, we kept our goal the same for grades 6-8 and adjusted to 5 RIT points for grade 5 for this school year.
SMART Goal # 4/Social Emotional Learning: During the 2023-2024 school year, Point Webster Middle School will continue to promote the Social Emotional Learning of our students through school-wide initiatives that support the understanding of self-awareness and self-management skills in order to achieve both school and life success. Specifically, we will revise our Positive Behavioral Interventions and Supports school-wide behavioral management process as well as implement at least 3 Open Parachute lessons per grade. This will be measured by our newly updated staff PBIS manual and from our student exit responses from each lesson in Open Parachute.
We were able to meet our Social Emotional Learning Goal by updating our PBIS manual and forms for the 2023-2024 school year. In addition, we implemented a minimum of at least 3 open parachute lessons in each grade as a result of utilizing our student exit responses as measurement. These lessons occurred not only in some of our Health classes but also through our Student Support Block Classes.
- VOCAL Reflection
Students in grades 5 and 8 participate in the Vocal Survey upon completion of
their last session of the STE MCAS test. The questions are broken up into three categories: Engagement, Environment, and Safety. To highlight these categories, we are sharing five questions and student results from both grade levels. We chose at least two of the same questions from last year to see if the percentages may have changed.
Grade 5 Always/ Mostly
Mostly Untrue/
True % Never True %
5 | ENG | Teachers at this school accept me for who I am. | 93% | 7% |
5* | ENG | My teachers will explain things in different ways until I understand. | 90% | 10% |
5 | ENV | My teachers are proud of me when I work hard in school. | 93% | 7% |
5* | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 90% | 10% |
5* | SAF | Teachers support (help) students who come to class upset. | 88% | 11% |
(Please note that the 2023 and 2024 same questions have an asterisk after the grade)
Grade 8 Always/ Mostly
Mostly Untrue/
True % Never True%
8 | ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 93% | 7% |
8 | ENG | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 94% | 6% |
8* | ENG | My teachers promote respect among students. | 93% | 7% |
8 | ENV | My teachers believe that all students can do well in their learning. | 87% | 13% |
8* | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 93% | 7% |
(Please note that the 2023 and 2024 same questions have an asterisk after the grade)
We noticed that in grade 5, “My teachers will explain things in different ways
until I understand” was almost exactly the same result (2023 91% and 9%
and 2024, 90% and 10%). The same for “If I tell a teacher or other adult that
someone is being bullied, the teacher/adult will do something to help. (2023
91% and 8%) and “Teachers will support (help) students who come to class
upset” was the exact same percentage at (88% and 11%.)
Our grade 8 results showed a slight differences: “My teachers promote
respect among students” (2023 results 99% and 2%; 2024 93% and 7%) and
“If I tell a teacher or other adult that someone is being bullied, the
teacher/adult will do something to help” (2023 95% and 6%; 2024 93% and
7%). Again, these are just a few highlights from the Vocal Survey results.
Grade 5 Overall Vocal Survey Reflection:
In the category of engagement, our grade 5 students generally feel respected by their teachers and feel supported, accepted, and cared about by them. It was amazing to see the percentages of 90, 93 and 92.
In the category of environment, students would like to have more of a voice in deciding school rules as they seemed split at 50%. This will be addressed at our monthly grade-level community meetings. However, it was great to see that they again feel supported by their teachers and believe that their teachers are looking out for them and want them to be successful in school.
In the category of safety, our students generally feel safe at school. Survey results show that 90% of students feel supported, 90% feel teachers listen when it comes to preventing bullying. They also noted that 90% of the teachers, students, and the principal work together to prevent bullying. Lastly, 88% believed that teachers supported them if they were noticed to be upset in class.
Grade 8 Overall Vocal Survey Reflection:
Vocal survey results in grade 8 show that in the category of engagement, our staff continues to work with all students to ensure that their differences are respected. However, we will continue to emphasize the importance of our On Point area of respect.
When looking at the area of environment, we need to increase student voice. We hope to include more student input and participation when it comes to our community meetings. We will certainly add a section of our meeting where student council members can utilize this time to bring up topics and issues that are important to them.
In the category of safety, it appears that students generally feel safe at school, and the implementation of the Sandy Hook Promise Program, as well as our yearly MARC Assemblies, assist us in helping students.
Overall, we are always looking to improve our school culture and climate so
sharing this with staff for reflection is always important. Our goal is that
through our monthly community meetings, we can continue to address these
types of student concerns and work with our students to ensure support and
keep with our motto of “Are you on Point!-Respectful, Responsible, Ready
and Safe.
- School Improvement Plan
- Goal Statements and Action Steps
SMART Goal # 1: During the 2024-2025 school year, students will show evidence of growth and achievement in the MAP Reading Literary Text Instructional Performance Area by an increase of 3 RIT points above the fall average in grades 5-8 as indicated by the Spring 2025 MAP Grade Level Reading Report and the Winter 2025 MAP Grade Level Reading Report for 8th Grade.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Implement Greek and Latin root words into the ELA curriculum. | September 2024 - June 2025 | Root Lists | ELA and Reading, Teachers | Continued | ||
2 | Teachers will incorporate cognates into daily instruction to assist ELE students with English language acquisition. | September 2024 - June 2025 | Cognate lists | ELE and Spanish Teachers | Revised | ||
3 | Increase text complexity and strengthen reading comprehension and fluency through the usage of online platforms, varying Lexile level for differentiation, and providing access and equity to grade-level content. | September 2024 - June 2025 | Online reports of student progress in Quill, Commonlit, Readworks, Lexia Core 5 Power Up, Raz Kids, Discovery Ed, Google classroom, National Geographic and Newsela, Reading Vine, Scholastic News and Virtual Escape rooms, Time for Kids | ELA, ELE and SS Teachers | Revised | ||
4 | Utilize high-interest topics for creative and expository writing and reading to build reading and writing stamina. | September 2024 - June 2025 | ReadWorks, Journal writing, round-robin writing activities, timed free-writes, teacher assigned writing prompts, student-choice independent reading books, and class novels | ELA, Reading and ELE Teachers | Continued | ||
5 | Provide ongoing practice in test-taking strategies and computer-based testing skills. | September 2024 - June 2025 | Lesson plans and sample assessments, ACCESS testing, MCAS released samples | ELA, Reading and ELE Teachers | Continued | ||
6 | Implement active reading strategies by teaching students to highlight key ideas and make margin notes to track their thoughts. | September 2024 - June 2025 | Lesson plans with annotation and close reading skills | ELA, Reading, ELE and SS Teachers | New | ||
7 | Create and utilize a variety of different text-based questions in classwork and on assessments. | September 2024 - June 2025 | Fill in the blank, Short Answer, Evidence Analysis, Primary Source Analysis, Political Cartoon Analysis, Creative Writing | SS, Reading, ELE and ELA Teachers | Continued | ||
8 | Emphasize rich meanings, connections among words, daily usage and application to provide explicit vocabulary instruction. | September 2024 - June 2025 | Wordly Wise lists Scholastic CKLA Vocab App Usage Student-created dictionaries student writing | ELA Teachers | Continued | ||
9 | Serve as a member of the Grade 7 MCAS Assessment Development Committee and collaborate with educators to create and review MCAS test questions, scoring materials, and reading passages to ensure that MCAS assessments align with state standards and reflect current educational best practices. | September 2024-June 2025 | Facilitate ELA team, create lessons and assessments with MCAS question types | Grade 8 ELA Teacher | New | ||
10 | Reinforce vocabulary building utilizing the National Geographic and Vistas curriculum. | September-June 2024-2025 | Word walls, vocab previews, assessments, flashcards, Kahoot, and shared vocabulary slides | ELE teachers | New | ||
11 | Provide specialized instruction using a multi-sensory systematic phonics-based program for our most struggling readers. | September 2024- June 2025 | Individualized Orton Gillingham lesson plans with student work | Orton Gillingham Teachers | New | ||
12 | Incorporate comprehension strategies: practice summarizing and identifying main ideas using graphic organizers and comprehension questions. | September 2024- June 2025 | Storyworks, Raz Kids, Readworks, MCAS prep and National Geographic curriculum | ELE Teachers and Grade 5 Teachers | New | ||
13 | Students will engage in sustained silent reading with reading logs. Readings can consist of digital or print texts. | September 2024- June 2025 | Reading logs | All Reading Teachers | New | ||
14 | Students will incorporate color coding into their creative writing prompts, identifying parts of a paragraph. | September 2024-June 2025 | Daily Activators, Super Teacher Worksheets and Lesson Plans | Grade 5 and 6 ELA Teachers | New | ||
15 | Create and implement a “Battle of the Books” tournament to increase reading engagement. | November 2024-June 2025 | Tournament Brackets and student book reviews | All Reading Teachers and Grade 8 ELA | New | ||
16 | Implement MCAS support days to address basic writing skills and paragraph formatting. These skills will be incorporated into class writing assignments within the CKLA curriculum. | December 2024-June 2025 | Adjusted Early Release Day Schedule and Lesson Plans | Grade 5 ELA Teachers | New | ||
17 | 8th Graders will participate in the state-mandated Civics Action Project. | February 2024-June 2025 | Grade 8 projects - student work, materials developed by Grade 8 SS teachers through system-wide professional development | Grade 8 SS Teacher | Continued | ||
SMART Goal # 2: During the 2024- 2025 school year, students in grades 5-8 will show evidence of growth and achievement from Fall to Spring as measured by an increase of 5 RIT points from the mean RIT score for the grade level instructional area (Grades 5 Numbers and operations, grade 6 operations and algebraic thinking and Grades 7 and 8 Geometry) as indicated by the Grade 5-7 Spring 2025 and Grade 8 Winter 2025 MAP Grade Level Math Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Analyze MAP data to identify strengths and areas of need. | September 2024- June 2025 | MAP and MCAS data analysis, lesson plans, guided math groups, math content team meetings/professional development | All Math Teachers | Continued | ||
2 | Utilize previously released MCAS test questions, online and print-based standardized practice test questions regularly in lessons and assessments in order to review test-taking strategies to prepare all students for online testing. | September 2024- June 2025 | Formative and Summative Assessments | All Math Teachers | Continued | ||
3 | Continue to implement number talks regarding the specific instructional area on a weekly basis in order to foster student discourse and engagement. | September 2024- June 2025 | Number Talk Lesson plans, Illustrative Math | All Math Teachers | Continued | ||
4 | Utilize online resources to enhance student learning. | September 2024- June 2025 | Study Island, Illustrative Math, Big Ideas online, IXL, Xtramath, Delta Math, Desmos and ST Math | All Math Teachers | Continued | ||
5 | In an effort to minimize learning gaps, online diagnostic tools will be utilized to monitor student progress and provide targeted support for identified students. | September 2024- June 2025 | Big Ideas, MAP Testing, IXL, XtraMath, ST Math, and Delta Math | All Math Teachers | Revised | ||
6 | All students (including identified at-risk students) will be offered extended day programs with specific skills targeting individual learning. | September 2024- June 2025 | Student Rosters for Homework Help, Math Competition Club | Administration, Guidance and Extended Day Teachers | Continued | ||
7 | Participate in math focused system-wide PD, including STMath Training. | September 2024- June 2025 | Lesson planning sessions, Lesson plans and debrief sessions, post-PD evaluation forms | All Grade 5 and 6 Teams | Continued | ||
8 | Utilize common unit assessments in grade 5 math classes. | September 2024- June 2025 | Shared standard assessments from Illustrative Math | Grade 5 Math Teachers | Continued | ||
9 | 8th grade teachers will utilize the Hands on Equations to build and reinforce understanding of solving equations. | September 2024- June 2025 | Student work samples, pictures of students using manipulative kits | Grade 8 Math Teachers | Continued | ||
10 | Incorporate more real world application problems to increase students’ math awareness. | September 2024- June 2025 | Lesson plans, math assessments and assignments, | All Math Teachers | Continued/New | ||
11 | Implement targeted lessons to better strengthen overall student performance on the selected grade level instructional areas (i.e. open response questions) as a result of data analysis of MCAS and MAP results. | September 2024- June 2025 | Lesson plans, math assessments and assignments, MAP data and MCAS | All Math Teachers | New | ||
12 | Implement 90 minutes of ST Math on a weekly basis during Student Support Block for all 5th and 6th grade classes. | September 2024- June 2025 | ST Math Reports | Grade 5 and 6 Teams | Continued | ||
13 | Implement 90 minutes of ST Math on a weekly basis during Student Support Block for 7th grade interventions. | September 2024- June 2025 | ST Math Reports | Grade 7 Team | New | ||
14 | Assign and monitor Number Operations (grade 5 and 6) specific tasks on online math programs. | September 2024- June 2025 | Study Island, ST Math, Xtramath and IXL | Grade 5 and 6 Teams | New | ||
15 | Implement 12 week rotations of Small Group Targeted Instruction tutoring in Pathway 4: Geometry for selected Grade 8 students. | September 2024- June 2025 | Imagine Learning SGTI Tutoring Grant Program | Grade 8 Math Teacher | New | ||
16 | Analyze data (MAP, grade-level assessments, classroom performance) to identify student’s weaknesses and provide Tier 2 and 3 support in grade 5 and 6 math classes. | September 2024- June 2025 | MAP, grade-level assessments, assignments, classroom performance | Math Interventionist | Continued | ||
17 | Implement MCAS Skills Days to assist in preparing students for all types of assessments. (Grades 7 and 8 to focus on Geometry). | November 2024- June 2025 (Selected half day Wednesdays) | MCAS practice Questions, Schedule, student work samples | All Math Teachers | New | ||
18 | Implement ”STMath Mentor Crew” for 8th graders to assist younger students with completing 80% of puzzle progress by the end of the school year. | December 2024-June 2025 | STMath Reports, List of Student Mentors, photographs | Math Interventionist | New | ||
SMART Goal # 3: During the 2024-2025 school year, students in Grades 5, 6, and 7 will show evidence of growth and achievement in Science as measured by an increase of 5 RIT points above the Fall average as indicated by the Spring 2025 MAP Student Growth Summary Report. During the 2024-2025 school year, students in Grade 8 will show evidence of growth and achievement in Science as measured by an increase of 3 RIT points above the Fall average indicated by the Winter 2025 MAP Student Growth Summary Report.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Align lessons to the Next Generation Science Standards (NGSS), guiding students to explain phenomena by developing and applying the Disciplinary Core Ideas (DCIs) through the use of the Science and Engineering Practices (SEPs). | September 2024-June 2025 | Curriculum maps, lesson plans, lab activities, lesson artifacts | All Science and STE Teachers | Continued | ||
2 | Collaborate with school and district vertical teams to develop and share engaging and meaningful instruction in the pursuit of school and district goals. | September 2024-June 2025 | Meeting agendas and notes, lesson artifacts | All Science and STE Teachers | Continued/Revised | ||
3 | Analyze MAP and STE MCAS data to identify areas of strengths and areas in need of improvement, and inform actions towards improving or enhancing instruction. | September 2024-June 2025 | MAP RIT and Student Profile Reports, and Spring MCAS data | All Science and STE Teachers | Continued | ||
4 | Implement the Project Lead the Way curriculum for grade 6 - 8 students in the technology/ engineering academic support rotation. This program focuses on STEM career awareness and hands-on, collaborative problem solving focused on real-world challenges. | September 2024-June 2025 | Student project displays, lesson plans, notebooks, small group and class presentations | Technology/ Engineering Teacher | Continued | ||
5 | Serve as a member of the STEM Ambassador Program-DESE to create and pilot high-quality standards aligned with tasks to illustrate shifts in standards connected to the Massachusetts NGSS as well as facilitate Point Science content team to assist Point staff with lessons relative to the new STE MCAS design. | September 2024- June 2025 | MCAS Performance tasks, newly created lesson plans and assessments | Grade 8 Science Teacher | New | ||
6 | Facilitate a STEM Fair to provide a platform for grade 8 students to enhance their STE learning and develop skills such as critical thinking, problem-solving, time management, and communication. | September 2024- March 2025 | Informational packets, logbooks, rubrics, presentation boards, and promotional material | All Science and STE Teachers | Continued | ||
7 | Assist and support all students in grades 5 - 8 to prepare for the new STE MCAS test design by providing curricular programs using PHET, Gizmos, and Mystery Science, as well as the exploration and partial implementation of OpenSciEd curriculum that focuses on hands-on lessons, scientific discussion, writing, problem-solving, and simulation activities. | September 2024 - May 2025 | Communication with families, attendance list, lesson plans, and formative assessments | All Science and STE Teachers | Revised | ||
8 | Prepare students for the 2025 STE MCAS by implementing best practices that include creating and exploring models, solving science or engineering challenges, and using interactive computer simulations to conduct investigations. | September 2024 - May 2025 | Lesson plans, lab and simulation activities, lesson artifacts | All Science and STE Teachers | Continued | ||
9 | Provide a comprehensive review to prepare students for the 2025 STE MCAS and the Winter/Spring MAP. | Winter/Spring 2025 | Assessment data, MCAS and Map best practices, formative assessments | All Science and STE Teachers | Revised | ||
10 | Create lesson plans on forces for students in Grade 5 to improve MAP scores to implement in January 2025 | December 2024 | Lesson plans | STE Teacher | New | ||
11 | Select grade 6-8 students will participate in the PLTW- Student Solve Program. This virtual field trip will include an industry professional presenting students with real-world problems to solve using the engineering design process. | December 12, 2024 | Industry feedback forms, PLTW registration form | STE Teacher | New | ||
12 | Facilitate a STEM Fair Club for students in grades 6 & 7 to encourage members to present and compete at the annual eighth-grade STEM Fair. Members will identify a STEM Fair topic and go through the proper components of the engineering design or scientific method process. | January- March 2025 | Informational packets, logbooks, rubrics, presentation boards, and promotional material | Grade 8 Science and STE Teacher | Continued | ||
SMART Goal # 4: During the 2024-2025 school year, Point Webster Middle School will continue to promote the Social Emotional Learning of our students through school-wide initiatives that support the understanding of self-awareness and self-management skills in order to achieve both school and life success. Specifically, to implement at least three new opportunities to recognize attendance in a positive way. We will continue to promote Open Parachute lessons per grade. This will be measured by the number of students recognized at the monthly grade level community meetings and from our student exit responses from at least five Open Parachute lessons.
Action Steps/Monitoring Plan
Step | Strategies/Activities | Timeline | Sources of Evidence | Team/Person Responsible | Status New, Revised or Continued | ||
1 | Recognize The Arbella Foundation Students of the Month with awards and presentations. | September 2024-June 2025 | Certificates, pictures, prizes | Administration and Guidance | Continued | ||
2 | Massachusetts Aggression Reduction Center (MARC) assembly about cyberbullying for grade 6 and peer conflict and relationships for grade 7. | October 7, 2024 | Pictures, student attendance | Administration and Guidance | Continued | ||
3 | Announce Average Daily Attendance weekly for each grade. The grade with the most weekly wins will receive a for every student in their grade. | October 2024-June 2025 | Aspen Reports, Weekly Newsletter and Daily Announcements | Administration | New | ||
4 | Host monthly grade-level community meetings to discuss grade-level expectations, interventions, and supports. Attendance prizes will be given to those who have improved their attendance as well as 2 students each month will receive perfect attendance gift cards. | October 2024-June 2025 | Schedule of Community Meetings | Team Leaders, Guidance and Administration | Revised/New | ||
5 | Implement at least 3 Open Parachute Chapter Lessons as grade-level teams and through Health Classes. | October 2024-June 2025 | Student Exit Ticket Surveys | All grade level staff and Health Teacher | Continued | ||
6 | Implement Sandy Hook Promise Program. | October 2024-June 2025 | Pictures and lessons | Administration, Guidance, Health Teacher | New | ||
7 | Continue to provide students with the DEAEF Youth Dance Program sponsored by the DEA Educational Foundation. | November 2024-April 2025 | Flyer, registration, final performance | DEAEF Youth Dance Teacher | Continued | ||
8 | Continue to provide Healthy Choices/Spirit Days. | November 27, 2024 | Flyers, pictures and results | DEI/Wellness Team | Continued | ||
9 | Host Sandy Hook Promise Program School-Wide Assembly. | December 18, 2024 | Pictures | Sandy Hook Promise Program, Guidance and Administration | New | ||
10 | Celebrate diversity through our Annual Cultural Fair. | January 24, 2025 | Flyers, pictures, projects | Cultural Fair Team and all staff | Continued | ||
11 | Implement Girls Rising Project in Grade 7. | March-May 2025 | Lesson plans and student work | Crissinger | New | ||
12 | Implement DOVE Workshops in all Gr. 6-8 Health Classes. | TBD | Gr. 6-8 Health Lessons/Workshops | Tevenan | Continued | ||
13 | Continue to implement the Grade 7 Humans of Point Webster Project. | TBD | Bulletin Board, Classroom Lessons | Crissinger | Continued | ||
14 | Bring together the community through the annual Point Webster to Clifford Marshall “Fun Run.” | May 31, 2025 | Flyers, pictures, meeting agendas, sign-ups | Point and Clifford Marshall Staff | Continued | ||
15 | Facilitate the Gr. 7 field trip to the Norfolk County Sheriff's Ropes Course to help students learn the importance of team-building skills. | June 2025 | Field trip form and pictures | Grade 7 Staff | Continued | ||
B. Professional Development Plan
Date | Time | Location | Participants (Team/Grade Level) | Topic | Presenters | Goal # |
9/1/24 | 1-3 pm | South-West | 5-8 | Youth Mental Health & Trauma-Informed Practices | Walker Therapeutic Services | 4 |
10/9/24 | 12:30-4 pm | Library | 5-8 | Assessment Day #1 Staff will review and analyze test results to find strengths and weaknesses, to guide in the planning and creation of goals and action steps and improvements for the 2024-2025 school year | Administration and Assessment Team | All |
10/23/24 | 12:30-2 pm | Library | 5-8 | Assessment Day Follow-up: Finalizing Goals and Action Steps, Strengths and Weaknesses of MCAS and MAP Data | Administration and Assessment Team | All |
11/13/24 | 12:30-2 pm | Room 105 | 5 | Grade 5 Team Meeting CKLA Inventory Collection STMath Training | Administration | All |
1/8/25 | 12:30-2:30 pm | South-West | 5-8 | Youth Mental Health and Trauma-Informed Practices | Walker Therapeutic Services | 4 |
1/15/25 | 12:30-2 pm | Room 105 | 5 | Integrating Chat GPT for differentiated instruction | Administration and DeLisle | All |
2/26/25 | 12:30-2 pm | Library | 6-8 | Integrating Chat GPT for differentiated instruction | Administration and DeLisle | All |
3/12/25 | Gr. 5 12:30-2 pm/ Gr. 6-8 12:30-4 pm | Library | 5-8 | Assessment Day #2 Staff will work in vertical and grade-level teams to discuss and reflect upon the status of SIP actions steps and mid-year MAP scores. Each group will assess progress and determine if further action is required. MCAS Required Staff Training | Administration and Assessment Team | All |
4/30/25 | 12:30-2 pm | Library | 6-8 | Creating Welcome Packet for new and incoming EL students for 2025-2026 School year | Administration ELE Staff QPS Liaisons | 4 |
5/28/25 | Gr. 5 12:30-2 pm/ Gr. 6-8 12:30-2:30 pm | Library | 5-8 | Assessment Day #3 Staff will work in vertical and grade-level teams to assess the student evidence and end-of-the-year progress to determine if action steps were effective. Initial planning begins for the new school year | Administration and Assessment Team | All |
6/11/25 | Gr. 5 12:30-2 pm/ Gr. 6-8 12:30-2:30 pm | Library | 5-8 | Vertical Meetings Preparation for 2025-2026 Schedule and Class Lists | Guidance and Administration |
C. Extended Day Offerings
Dates | Club or Activity | Target Audience | Location |
Sessions 1 and 2 | 3-D Printing | Grades 6-8 | Room 228 |
Sessions 1 and 2 | Basketball | All Students | Gymnasium |
Sessions 1 and 2 | Board Games | All Students | Library |
Sessions 1 and 2 | DEAEF Dance | Grade 5 | Auditorium |
Sessions 1 and 2 | Drama | All Students | Auditorium |
Session 1 | Math Competition | Grades 6-8 | Room 135 |
Sessions 1 and 2 | Homework Help | All Students | Library |
Session 1 | Navigators Who Code | Grades 6-8 | Room 228 |
Sessions 1 and 2 | Gr. 6-8 Robotics | Grades 6-8 | Room 008 |
Session 2 | Grade 5 Robotics | Grade 5 | Room 008 |
Sessions 1 and 2 | Boys Soccer | All Students | Turf Field |
Sessions 1 and 2 | Girls Soccer | All Students | Turf Field |
Sessions 1 and 2 | Student Council | Select Students | Room 228 |
Sessions 1 and 2 | Yearbook | Grade 8 | Room 217 |
Sessions 1 and 2 | BOKS | All Students | Gymnasium |
Session 2 | Badminton Club | All Students | Gymnasium |
Session 2 | Fitness Club | All Students | Gymnasium/Turf Field |
Session 2 | Gardening Club | All Students | Room 220/Outside Grounds |
Session 2 | Gr. 8 MCAS Prep | All Students | Room 220 |
Session 2 | STEM Fair Club | All Students | Room 220 and Room 228 |
(Please note that Session 1 runs September - December and Session 2 runs January - June)
D. Family Engagement and Communication
Date | Topic | Target Audience | Location |
August/September 2024 | Provide Student and Parent Tours | New students, parents and guardians | Point Webster |
August 2024 | Welcome Back Email | All Point Webster Families | |
September 3, 2024 | Grade 5 Orientation | Grade 5 Students, Parents and Guardians | Auditorium |
September 2024-June 2025 | Parent and Guardian Weekly Newsletter | All Point Webster Families | Aspen Email Website |
September 2024-June 2025 | Update School Website | All Point Webster Families | Website |
September 12, 2024 | Open House | All Point Webster Families | Point Webster |
Monthly Meetings | PTO Meetings | All Point Webster Families | Point Webster |
October-June | Open Point’s Grab and Go Pantry | Point Webster and Clifford Marshall Families | Point Webster |
September-June | Update School Website | All Point Webster Families | Website |
December 2024 | PTO Candy Bingo Night | All Point Webster Families | Point Webster |
December 11 , 2024 December 18 , 2024 April 2, 2025 and April 9, 2025 | Parent/Teacher Conferences | All Point Webster Families | Point Webster |
December 2024 and March 2025 | Curriculum Newsletters | All Point Webster Families | Aspen Email Website |
January 16, 2025 | Winter Concert | All Point Webster Families | QHS |
January 2025 | Cultural Fair | All Point Webster Families | Point Webster |
March 6, 2025 | STEM Fair | All Point Webster Families | Auditorium |
TBD | PTO Movie Night | All Point Webster Families | Point Webster |
May 3, 2025 | Cleaner Greener Quincy | All Point Webster Families | Point Webster |
May 29, 2025 | Spring Concert | All Point Webster Families | QHS |
May 31, 2025 | Point Webster/Marshall Fun Run | All Point Webster Families | Point Webster and Clifford Marshall |
III. School Demographics as of 11/19/2024
Total Enrollment | Special Education | Low Income (Eligible for Free & Reduced Meals) | ELE (English Learners) | FEL (Former English Learners) |
377 (+20 from 23-24) | 71 (18.8%) | 230 (61%) | 68 (18%) | 92 (24.4%) |
Race | Subgroup Populations | Percentage of Enrollment |
Asian | 126 | 33.4% |
Black/African American | 86 | 22.8% |
Hispanic or Latino | 55 | 14.6% |
Multiracial, non-Hispanic | 11 | 2.9% |
Native American | 0 | 0% |
Pacific Island | 0 | 0% |
White | 99 | 26.3% |
Advanced Class Enrollment (Grades 6-8) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 88 of 289 | 30.4% |
Low Income | 39 of 179 | 21.8% |
Asian | 48 of 95 | 50.5% |
Black/African American | 11 of 65 | 16.9% |
Hispanic/Latino | 8 of 43 | 18.6% |
Multiracial | 0 of 8 | 0% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 21 of 78 | 26.9% |
Reach (Grade 5) | # of Students in Advanced out of # in Subgroup | % of Population |
All Students Enrolled | 12 of 88 | 13.6% |
Low Income | 3 of 51 | 5.9% |
Asian | 9 of 31 | 29% |
Black/African American | 2 of 21 | 9.5% |
Hispanic/Latino | 0 of 12 | 0% |
Multiracial | 0 of 3 | 0% |
Native American | 0 of 0 | 0% |
Pacific Island | 0 of 0 | 0% |
White | 1 of 21 | 4.8% |
Core Academic Class Sizes (General Education) (As of 11/19/2024)
20 or fewer | 21-23 | 24 | 25 | 26 | 27 | 28 | |
Gr. 5 5 homerooms | 5 | ||||||
Gr. 6-8 65 sections | 38 (58.5%) | 16 (24.6%) | 7 (10.8%) | 3 (4.6%) | 0 (0%) | 1 (1.5%) | 0 (0%) |
- 98.5% of Grades 6-8 core academic class sections have 25 or fewer students, a 1.9% increase over the 2023-24 school year.
- The 1 class section with 27 students is Grade 6 Science.
- Point Webster is also home to the citywide Special Education PASS program with 15 students in two classes.
2023-2024 SSDR Incident Data
Total Incidents | # of Incidents Resulting in Suspension | % of Incidents Resulting in Suspension |
19 | 18 | 94.7% |
IV. Facilities
2023-2024 Improvements
- Replacement of carpet in Auditorium, Library and Media Center
- Update library configuration to include some new bookshelves
2023-2024 Facility Needs | 2024-2025 Facility Needs |
|
|
V. School Needs (Materials, Supplies, Technology, Etc.)
2023-2024 School Needs | 2024-2025 School Needs |
|
VI. Budget
Amount available in 2024-2025 | |
TEXT/LEARNING MATERIALS (textbooks and learning materials/supplies needed to support classroom instruction) | $ 7,600.00 |
SUPPLIES (pens, pencils, rulers, paper,glue, photocopy paper, etc.) | $14,200.00 |
ACTIVITY STIPEND ACCOUNT | $28,428.56 |
OTHER: (art supplies, science supplies, library, etc.) | |
Art Supplies | $ 1,260.00 |
Science Supplies | $ 1,200.00 |
Library | $ 2,500.00 |
SPECIAL FUNDING (gifts, grants, partnerships, PTO, etc.) | |
P.T.O. (approximate) | $19,000.00 |
Adopt-a-Classroom/Quirk Works Subaru | $ 3,000.00 |
The Arbella Foundation | $ 2,000.00 |
Stop & Shop Food Pantry | $15,000.00 |
TOTAL | $94,188.56 |
VII. Appendix
- Spring 2024 MCAS Data
(Spring 2024 MCAS Edwin PE303 Report)
English Language Arts (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
5 | 36% | 29% | 38% |
6 | 25% | 21% | 40% |
7 | 42% | 37% | 36% |
8 | 49% | 49% | 43% |
Mathematics (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
5 | 40% | 33% | 40% |
6 | 33% | 26% | 40% |
7 | 28% | 31% | 38% |
8 | 39% | 32% | 39% |
STE (E/M %) | |||
Grade | School 2023 | School 2024 | State 2024 |
5 | 41% | 38% | 44% |
8 | 43% | 46% | 40% |
B. NWEA MAP 2023-2024 Data
MAP Math RIT 2023-2024 | |||
Grade | Fall | Winter | Spring |
5 | 205.9 | 211.5 | 219 |
6 | 209.4 | 215.7 | 221.1 |
7 | 218 | 223.8 | 227.1 |
8 | 223.7 | 227 | 229.2 |
MAP Reading RIT 2023-2024 | |||
Grade | Fall | Winter | Spring |
5 | 202.1 | 207.6 | 204.7 |
6 | 207.7 | 207.3 | 209.5 |
7 | 212.1 | 215.6 | 215.3 |
8 | 216.3 | 218.8 | 218.9 |
MAP Science RIT 2023-2024 | |||
Grade | Fall | Winter | Spring |
5 | 202.4 | 205.3 | 205.6 |
6 | 205.2 | 208 | 207.9 |
7 | 209.5 | 213 | 212.5 |
8 | 211 | 214 | 214.1 |
C. Spring 2024 Accountability Data
D. Spring 2024 VOCAL Results (Grade 8)
Grade | Dimension | Description | Always/ Mostly True % | Mostly Untrue/ Never True % |
8 | ENG | Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation. | 93% | 7% |
8 | ENG | My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity. | 61% | 39% |
8 | ENG | Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation. | 82% | 18% |
8 | ENG | Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation). | 94% | 6% |
8 | ENG | In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation). | 94% | 6% |
8 | ENG | My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses). | 85% | 15% |
8 | ENG | My teachers use my ideas to help my classmates learn. | 37% | 63% |
8 | ENG | I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video). | 82% | 18% |
8 | ENG | In my classes, my teachers use students' interests to plan class activities. | 61% | 39% |
8 | ENG | My classmates behave the way my teachers want them to. | 34% | 66% |
8 | ENG | In at least two of my academic classes, students are asked to teach a lesson or part of a lesson. | 38% | 62% |
8 | ENG | In at least two of my academic classes, students plan and work on projects that solve real-world problems. | 72% | 28% |
8 | ENG | In my academic classes, students review each other's work and provided advice on how to improve it. | 58% | 42% |
8 | ENG | In my classes, teachers use open-ended questions that make students think of many possible answers. | 77% | 23% |
8 | ENG | I can connect what I learn in on class to what I learn in other classes. | 76% | 24% |
8 | ENG | In my academic classes, students wrestle with problems that don't have an obvious answer. | 65% | 35% |
8 | ENG | Students respect one another. | 54% | 46% |
8 | ENG | Teachers are available when I need to talk with them. | 90% | 10% |
8 | ENG | Adults at our school are respectful of student ideas even if the ideas expressed are different from their own. | 87% | 13% |
8 | ENG | My teachers promote respect among students. | 93% | 7% |
8 | ENV | Students have a voice in deciding school rules. | 23% | 77% |
8 | ENV | School staff are consistent when enforcing rules in school. | 89% | 11% |
8 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 68% | 32% |
8 | ENV | My teachers will first try to help (guide) students who break class rules, instead of punishing them. | 52% | 48% |
8 | ENV | Students help each other learn without having to be asked by the teacher. | 77% | 23% |
8 | ENV | My teachers are proud of me when I work hard in school. | 94% | 6% |
8 | ENV | My teachers set high expectations for my work. | 86% | 14% |
8 | ENV | My teachers believe that all students can do well in their learning. | 87% | 13% |
8 | ENV | My school work is challenging (hard) but not too difficult. | 86% | 14% |
8 | ENV | My teachers support me even when my work is not my best. | 77% | 23% |
8 | ENV | The things I am learning in school are relevant (important) to me. | 56% | 44% |
8 | ENV | Students are given multiple opportunities to show that they have mastered their classwork. | 83% | 17% |
8 | ENV | Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves. | 77% | 23% |
8 | ENV | If I need help with my emotions (feelings), effective help is available at my school. | 76% | 24% |
8 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 93% | 7% |
8 | SAF | Teachers don't let students pick on other students in class or in the hallways. | 83% | 17% |
8 | SAF | Students at school try to stop bullying when they see it happening. | 39% | 61% |
8 | SAF | Students have spread rumors or lies about me more than once on social media. | 25% | 75% |
8 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 80% | 20% |
8 | SAF | In my school, groups of students tease or pick on one student. | 46% | 54% |
8 | SAF | I have been called names or made fun of by other students more than once in school. | 49% | 51% |
8 | SAF | In my school, bigger students taunt or pick on smaller students. | 23% | 77% |
8 | SAF | Teachers support (help) students who come to class upset. | 77% | 23% |
8 | SAF | I feel comfortable reaching out to teachers/counselors for emotional support if I need it. | 52% | 48% |
8 | SAF | Students will help other students if they are upset, even if they are not close friends. | 45% | 55% |
8 | SAF | Because I worry about my grades, it is hard for me to enjoy school. | 72% | 28% |
8 | SAF | Students at school damage and/or steal other students' property. | 51% | 49% |
8 | SAF | I have seen students with weapons at our school. | 18% | 82% |
Spring 2024 VOCAL Results (Grade 5)
5 | ENG | Teachers at this school accept me for who I am. | 93% | 7% |
5 | ENG | Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color). | 91% | 9% |
5 | ENG | I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods). | 66% | 33% |
5 | ENG | Adults working at this school treat all students with respect. | 90% | 10% |
5 | ENG | I get the chance to take part in school events (for example, science fairs, art or music shows). | 87% | 12% |
5 | ENG | My teachers use my ideas to help my classmates learn. | 77% | 23% |
5 | ENG | My teachers will explain things in different ways until I understand. | 90% | 10% |
5 | ENG | When I need help, my teachers use my interests to help me learn. | 76% | 23% |
5 | ENG | My teachers ask me to share what I have learned in a lesson. | 79% | 20% |
5 | ENG | When I am stuck, my teachers want me to try again before they help me. | 91% | 9% |
5 | ENG | My classmates behave the way my teachers want them to. | 52% | 47% |
5 | ENG | In my classes, students teach other how they solved a problem. | 80% | 19% |
5 | ENG | Students plan and work on group projects that solve real-world (everyday) problems. | 70% | 29% |
5 | ENG | Students respect each other in my school. | 55% | 44% |
5 | ENG | My teachers care about me as a person. | 92% | 8% |
5 | ENG | Students at my school get along well with each other. | 72% | 28% |
5 | ENG | In my classes, students work well together in groups. | 80% | 20% |
5 | ENV | Students have a voice in deciding school rules. | 49% | 50% |
5 | ENV | School rules are fair for all students. | 85% | 15% |
5 | ENV | Teachers give students a chance to explain their behavior when they do something wrong. | 83% | 16% |
5 | ENV | My teachers will first try to help students who break class rules, instead of punishing them. | 72% | 27% |
5 | ENV | Students help each other learn without having to be asked by the teacher. | 87% | 13% |
5 | ENV | My teachers are proud of me when I work hard in school. | 93% | 7% |
5 | ENV | My teachers help me succeed with my schoolwork when I need help. | 93% | 7% |
5 | ENV | My classwork is hard but not too hard. | 83% | 17% |
5 | ENV | My teachers support me even when my work is not my best. | 87% | 12% |
5 | ENV | When I am home, I like to learn more about the things we are learning in school. | 54% | 45% |
5 | ENV | In this class, other students take the time to listen to my ideas. | 67% | 33% |
5 | ENV | In my classes, it is OK for me to suggest other ways to do my work. | 91% | 9% |
5 | ENV | Teachers go over my work with me so I can improve it before it is graded. | 84% | 15% |
5 | ENV | In school, I learn how to manage (control) my feelings when I am angry or upset. | 76% | 23% |
5 | ENV | At our school, students learn to care about other students' feelings. | 73% | 26% |
5 | SAF | If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help. | 90% | 10% |
5 | SAF | I have been punched or shoved by other students more than once in the school or in the playground. | 43% | 56% |
5 | SAF | Students at school try to stop bullying when they see it happening. | 58% | 41% |
5 | SAF | Teachers don't let students tease each other. | 86% | 14% |
5 | SAF | Teachers, students, and the principal work together to prevent (stop) bullying. | 93% | 7% |
5 | SAF | In my school, older students scare or pick on younger students. | 38% | 61% |
5 | SAF | In my school, groups of students tease or pick on one student. | 49% | 50% |
5 | SAF | Teachers support (help) students who come to class upset. | 88% | 11% |
5 | SAF | I am happy to be at our school. | 79% | 21% |
5 | SAF | I feel comfortable talking to my teacher(s) about something that is bothering me. | 66% | 33% |
5 | SAF | Students will help other students if they are upset, even if they are not close friends. | 64% | 35% |
5 | SAF | I feel safe sharing my feelings in class. | 48% | 51% |
5 | SAF | I feel safe at our school. | 86% | 14% |
5 | SAF | I have seen more than one fight at my school in the last month. | 48% | 51% |
F. Staffing: Support Services
1 | Nurse |
3 | Special Education Teachers (Resource Room/Inclusion) |
2 | Special Education Teachers (Substantially Separate) |
3 | Guidance Counselors/Chairpersons |
1 | Math Interventionist |
0.2 | REACH Teacher |
2 | ELL Teachers |
0.6 | Speech and Language Instructor |
0.5 | School Psychologist |
0.2 | Occupational Therapist |
1 | Librarian |
G. School Council Members
A school council is a representative, school building-based committee composed of the principal, parents, teachers, community members and, at the secondary level, students, required to be established by each school pursuant to Massachusetts General Laws Chapter 71, Section 59C. https://www.doe.mass.edu/lawsregs/advisory/schoolcouncils/
Chair/Principal: Christine Barrett /s/ Christine Barrett
Co-Chair: Steve Perdios /s/Steve Perdios
Teachers: Michelle Cunniff /s/Michelle Cunniff
Kimberly DeLisle /s/Kimberly DeLisle
Laurel Hendrickson /s/Laurel Hendrickson
Dominique Lucier /s/Dominique Lucier
Meghan Quigley /s/Meghan Quiqley
Parent: Gail Sanchez /s/Gail Sanchez
Manny Alves /s/Manny Alves
Community
Representative: Nancy DeLisle /s/Nancy DeLisle